The Catholic University of America

General Information

The fulfillment of engineering is creative design, particularly as it relates to the solution of problems of national or social interest.

Engineering as a profession has historically placed the highest premium upon technical expertise as a criterion for recognition and advancement; in this respect, technology is truly the most egalitarian of professions. At CUA, we believe that even the most thoroughly trained technical professional must be able to contribute something more as a member of society, with the corresponding opportunities and obligations that accompany such training. Engineering education under Catholic auspices presents the logic and rationale of a systematic set of values for social responsibility, and thereby imparts a distinctive character to the professional training of engineers.

Combined with a liberal arts foundation emphasizing the religious, economical, historical and philosophical aspects of modern civilization, CUA engineers are trainedwith an understanding of engineering and design in a global and societal context. The diverse talents of a great university and the exceptional scholarly resources of the city of Washington, D.C. are available to assist in the development of the interests of each student.

History

The engineering program was established in 1896, soon after the founding of The Catholic University of America. The School of Engineering was formally established in 1930 and was shortly thereafter renamed as the School of Engineering and Architecture. In 1992 the School of Engineering and Architecture separated into the School of Engineering and the School of Architecture and Planning.

Prior to 1950, the primary focus of the school was on undergraduate professional programs. However, research activity and graduate professional offerings have increased at a steady rate since 1950. Today the school offers bachelor's, master's and doctoral degrees in five academic programs as well as a master's degree in engineering management.

The school prides itself on being a small, Catholic engineering school, providing quality education with a personal touch. Students can expect close interaction with faculty, small class sizes, a small student-to-teacher ratio, and a faculty dedicated to teaching and research. All members of the full-time faculty hold doctoral degrees and are very active in funded research and scholarly publication.

 

Strategic Plan

The School of Engineering at The Catholic University of America provides a personalized learning and research environment in which faculty, staff, and students achieve excellence in research, education and service. It puts primacy on research and scholarship of the highest possible caliber and on personalized instruction at both the graduate and undergraduate levels.

Goal 1

The School is to achieve research pre-eminence in a number of specific areas of engineering and applied science.

Goal 2

The School is to provide a unique educational experience to its undergraduate students so that they achieve superior technical competence while bringing moral and ethical values and leadership qualities to their chosen careers.

Goal 3

The School is to provide signal service to contemporary society by offering high-quality graduate and professional programs to part-time working students.

Goal 4

The School is to contribute to the Centers of Excellence and the liberal arts core curriculum of the university through its research and education programs.

Outcomes

The School of Engineering is:

  • Known nationally and internationally as a high-quality research institution with a proven record of leadership and accomplishment in several research fields in engineering.
  • Recognized as an innovative leader in undergraduate education nationally.
  • Recognized as a campus leader in creating a synergy between liberal arts and engineering education at CUA, hence contributing significantly to the mission of the University.
  • Recognized locally and internationally for the quality and relevance of its professional programs.
  • It is anticipated that the increased level of activities in research, undergraduate and graduate education will result in an increase in the number of full-time faculty.